Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school

Abstract

Background In many countries and regions, such as the United States, Europe and China, a trend has emerged in which students’ enthusiasm for STEM is declining. This decline may be related to students’ lack of science self-efficacy. An accurate examination of students’ science self-efficacy can provide a research foundation for how to cultivate it. This paper used mixed methods to develop a valid science self-efficacy scale for high school students, focusing on the perceived competence dimension. A cross-sectional analysis exploring and interpreting differences across grades and genders in science self-efficacy among high school students was conducted. Subsequently, a 1-year longitudinal study was conducted on the development of science self-efficacy in China. Results This study developed a 24-item science self-efficacy instrument based on the Rasch model, and the validity of the instrument was assessed through multiple aspects, including face, content, construct, and predictive validity. This instrument was used to divide students' science self-efficacy into four different levels. A cross-sectional study examining 1564 high school students in 10th–12th grades revealed that students’ science self-efficacy exhibited a complex process of decreasing and then increasing by grade. Most girls’ science self-efficacy was higher than that of boys for Levels 1 and 4, while for the intermediate levels, i.e., Levels 2 and 3, most boys had higher science self-efficacy than girls. The quantitative and qualitative results of the longitudinal study through a 1-year follow-up of 233 high school students indicated that students’ science self-efficacy significantly improved. We revealed inconsistencies between cross-sectional and longitudinal studies of the change in science self-efficacy from 10 to 11th grade. Conclusions This study makes many contributions. First, we developed a science self-efficacy measurement instrument for high school students with high reliability and validity based on the Rasch model and characterized four different levels of student science self-efficacy. Second, the gender differences in science self-efficacy and the complex changes among grades were explained from the perspective of science self-efficacy level. Finally, students’ science self-efficacy significantly improved in the longitudinal study, which was explained by self-efficacy theory and the Chinese core competency-oriented science curriculum.

Students Knowledge gains, Self-efficacy, Perceived Level of Engagement, and Perceptionswith regard toHome-based Biology Experiments(HBEs)

“…Overall, this findings show that grade level and type of HBEs consistently affect all the independent variables in the study. Similarly, Freeman et al (2014) discovered regardless of the type of school, active learning through practical activity significantly enhanced students' achievements as indicated by test scores and engagement indicators On the other hand, these findings oppose the study of Hu et al (2022), where they found that there were varying levels of self-efficacy for girls and boys across different grade levels. They discovered that for Levels 1 and 4, most girls had stronger science self-efficacy than boys, however for the intermediate levels, Levels 2 and 3, most boys had higher science self-efficacy than girls.…”

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

“…Presently, the term 'self-awareness' is used to describe an overall concept that includes many subconcepts (Flavian, 2016;Jaakkola et al, 2022). Additionally, accurate investigation on self-efficacy of students can provide the basis for how to process and develop it in science learning (Hu et al, 2022;Ketelhut, 2007). On the other hands, the student engagement in science is related to students' motivation on science, enjoyment of science, and a future orientation towards science.…”

A moderated-mediated model for examining the impact of fear of pandemic on employees’ turnover intention in Dubai’s hospitality and tourism industry

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